Course Scheduling Guidelines

Owner	Academic Affairs
Contact	[email protected]
Document Type	Guideline
Issue Date	December 1, 2025
Last Review	December 1, 2025
Related Documents	Course Scheduling Policy

Contents

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1. Purpose Statement
2. Course Viability
3. Course Modalities
4. Course Sequencing

 

A. Purpose Statement

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The purpose of course scheduling guidelines is to ensure that academic programs are delivered in a consistent, efficient, and student-centered manner. These guidelines provide a framework that promotes equitable access to courses, supports timely degree completion, and maximizes the effective use of university resources. By establishing shared expectations for course offerings, scheduling patterns, and classroom utilization, the university strengthens coordination across departments, reduces conflicts, and enhances the overall academic experience.

B. Course Viability

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For undergraduate sections, courses will be considered viable, and should not be cancelled, if enrollment reaches fifty percent (50%) of the academic year capacity (rounded down to the nearest whole student) or fifteen (15) students, whichever is less.

For graduate sections, courses will be considered viable, and should not be cancelled, if enrollment reaches fifty percent (50%) of the academic year capacity (rounded down to the nearest whole student) or seven (7) students, whichever is less.

C. Course Modalities

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Course modalities should be aligned with program design and how the program is marketed to students. For example, face-to-face programs should minimally have a course sequence where all program specific courses (excluding general education) should have face-to-face offerings. To increase diversity in course offerings, larger programs that can maintain course viability are encouraged to offer additional sections of program specific courses in additional modalities.

D. Course Sequencing

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Programs of study should have a detailed course sequencing plan. Typical sequencing should follow one of the following models:

1. Program specific courses offering multiple sections per semester
2. Program specific courses offering one section per semester
3. Program specific courses offering one section per academic year
4. Program specific courses offering one section every other year (even/odd years)

Based on average past course enrollment, programs that cannot maintain course viability, should move sequencing to a less-frequent model.